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8/13/2019 Book a Proofed

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Free Hugs Campaign

Level: All levels

Expectations: 1. Students discuss different cultures; inspiration to change

the orld.

!. Students learn a"out movements that create change and

get inspired to change the orld.

#. Learn ho to use $%f % &&&&&&' % ould &&&&&(

)aterials: *+,pro-ector screen ith sound' Computer ith internet

access to ./outu"e.com' Chal0"oard,hite"oard

+oca"ular/:

anned' signature' petition' free' hugs' campaign.

2!ndpart3: event' petition' demonstration' protest' sitin' "an a product'

ma0e responsi"le choices

4rocedure:

1. Introduction: egin "/ as0ing the class hat 5free6 and 5hugs6 mean.

As0 if the/ have heard a"out the free hugs campaign. 7hat is it8

7here did it start8 %f someone can explain some of it in English' let

them. Clarif/,explain hat this campaign is and ho it started.

7rite S/dne/' Australia' on the left side of "oard.

!. Definitions: 9o through anned 23' Signature23' and

4etition23' and get definitions' or orean translations. 2% dra a

no smo0ing sign and explain that it means $smo0ing is "anned(. % also

tal0 a"out ho to change things li0e their school uniform and % tell

them ho to create a petition3.

#. Show the video Free Hugs. 9o to /outu"e.com' and t/pe in
http://www.youtube.com/http://www.youtube.com/


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search: free hugs sic0 puppies

. Reflection: . Bring it Home:7hat do /ou thin08 Can /ou do this in orea8

?. Show second video: *here are a fe done in orea the one % li0e to

use is search: Free Hugs orea' or search: Free Hugs %nsadong.

@. Reflections:7rite orea "eside Australia and as0 hat differencesthe/ sa. *he/ might sa/ $people6 or $language on sign(. 4ush

further hat a"out the st/le of hug 2running' -umping' gentle=38

7hat a"out the audience8 7as it natural or difficult for people8

% use this opportunit/ 2in some classes3 to tal0 a"out culture' and to

tal0 a"out ho freuentl/ e hug in 57estern( countries. % point out

that despite ho fe hugs are happening in the video' there is

"oing and smiling and arm hearts. 7e go through 7HB he started

the free hugs campaign and it shos that even if people aren6t all

hugging' it still or0s in orea. And e ala/s come to the conclusion

that neither is "etter' -ust different. 2sometimes' in the girls

classes' % soon over ho cute the orean man is3

. Ask: %f /ou sa a person ith a sign' ould /ou hug them8

$% ould give a &&&&&& hug 2strong' running' gentle=from ords given

"efore3( Dr' $o' % ouldn6t hug.$

. 7ould /ou hold a sign8 At this point' % sho m/ "log

lifeinlanaland."logspot.com' and sho the Free Hugs Ga/ e did in

Suncheon on ov.11' !?. 7e too0 some pictures' and % sho them

to the class' and tal0 a"out ho man/ hugs the 1!1> of us got

2hundreds3' and all the different people ho hugged' or smiled. %

invite them to the next Free Hugs da/.

1.onsolid!tion: % end ith a Free Hugs video from somehere else in

the orld 2m/ faves: Holl/ood' Dttaa' +eneIuela' *el Aviv'


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unming3

Adaptations:

%f /ou ould li0e to extend this into to classes' % had m/ conversation

class extend this into a $Ho ould /ou change the orld8( pro-ect'

here"/ in groups the/ had to find one thing rong ith the orld 2povert/'

environment' loneliness' etc..3' and find a a/ to change it 2petitions'

concerts' protests' government3. *he/ had to dra a logo of their campaign

and create a presentation for the class. See the folloing hand out to start

them off. % extend this into # classes "/ ma0ing them do a poster

presentation of their campaign.

B LAA LEHJ


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"ou must #e the ch!nge $ou w!nt to see in the world

%&!ndhi

'h!t would $ou ch!nge to m!ke the world #etter ()ositive ch!nge*:

% ould change=

How would $ou ch!nge this+

7e ould=

Design ! c!m)!ign to ch!nge this thing:

ame of campaign:

Action *a0en: 2event' petition' demonstration' protest' sitin' "an a

product' ma0e responsi"le choices3


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Gesign a logo for /our campaign:

H,' -, /A" H01A&,2S

Level: An/ Level

Expectations: 1. *hat this fun game ill encourage students to spea0

EnglishK

)aterials: Hexagon pla/ing sheet' Hexagon uestions.

+oca"ular/:

Lots and lots' all of the ansers to all of the uestions

4rocedure:

13 Split /our class into to teams 2the competition is great' especiall/

if there is a small priIe3.

!3 4ut the game "oard up on the "oard.

#3 *he game "oard ill have a "loc0 of hexagons ith a letter in each

hexagon.

3 *he first letter to all the ansers starts ith the letter in each

hexagon.

>3 %f' for example' the CraI/ team chooses $m(' then /ou could read

one of the $m( descriptive statements from the uestion sheet' for

example: $e drin0 it and it comes from cos(. *he AmaIing team is

the first to sa/ $mil0(' and so /ou color in the $m( hexagon ith a red

mar0er or cra/on 2each team should have a color3. ecause the

AmaIing team guessed "efore the CraI/ team the/ get to choose

the next letter' and so on.

?3 *he o"-ect of the game is for each team to ma0e an un"ro0en line

from either the top to the "ottom or from one side to the other

ithout "eing "loc0ed "/ the other team.


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@3 Even if /our students li0el/ do not 0no the anser' /ou can still as0

the uestion. For example' $a short tal0( is $chat(' though /our

students li0el/ on6t 0no this. As0 an/a/s "ecause most of /ourstudents ill "e attentive and /ou can snea0 in some ne ords.

Suggestions:

13 4rint the game "oard out and photocop/ it onto an overhead

transparenc/ sheet so /ou can use it ith an overhead pro-ector.

!3 Dr enlarge the game "oard on the photocopier and use magnets to

hold it on the "oard. se to different colored "oard pens to colorin the hexagons.

Adaptations:

1. *he teacher sa/s the anser and the students must respond ith a

possi"le uestion.

!. *he students must sa/ a sentence containing to ords that "egin

ith that letter.

#. )a0e photocopies and get the students to pla/ in small groups 2onl/

if the/ are ell "ehaved.3

/ Colleen randric0


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HEMA9D


9/68

che!)% o))osite of e8)ensive

hristm!s% Festiv!l in Decem#er% when 9esus w!s #orn

clock% it tells the timeontinent% Asi! Afric! 0uro)e !re them

cousin% $our uncle4s d!ughter

cle!n% o))osite of dirt$

ch!t% short t!lk

child% ! $oung )erson

cr$ing% wh!t $ou do when $ou !re s!d

c!)% ! kind of h!t

cre!te% me!ns the s!me !s invent

D

d!rk% o))osite of light

de!r% $ou st!rt ! letter with this word

did% )!st tense of do

dee)% o))osite of sh!llow

dre!m%$ou do this when $ou !re !slee)

diction!r$%where $ou find the me!nings of words

de!th%o))osite of life

Decem#er% ;


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ele)h!nt% #ig gre$ !nim!l from Indi! or Afric!

entr!nce% me!ns the s!me !s doorw!$

evil% ver$ ver$ #!de8it% me!ns the s!me !s w!$ out

elev!tor% how to get to the ;=th floor

elves% S!nt!4s little hel)ers

0!rth% the n!me of our )l!net

el#ow% $ou h!ve < where $our !rms #end

F

frog% sm!ll !nim!l th!t 3um)s.f!ce% where $our e$es !nd mouth !re

fe!r% wh!t $ou feel when $ou !re !fr!id

Fr!nce% !ris is the c!)it!l of this countr$

f!ll% wh!t h!))ens when $ou tri)

fire% wh!t $ou m!ke with m!tches

fed% )!st tense of feed

Frid!$%>th d!$ of the week

fruit% or!nges !))les )e!rs ect.

fr$% ! w!$ to cook things

fingers% )!rt of the #od$ % we h!ve ;=

f!st% o))osite of slow

fish% the$ swim in oce!ns !nd rivers

&

gir!ffe% !nim!l with ! long neck

gr!ndf!ther% $our f!ther4s f!ther.

green% ! color m!de from #lue !nd $ellow

gr!ndd!ughter% $our d!ughter4s d!ughter

gre$% ! color m!de from #l!ck !nd white

gl!ss% #ottles !re m!de from this

g!ve% )!st tense of give

girl% o))osite of #o$

grocer$ store% sho) where $ou #u$ food

guit!r% music!l instrument

gr!)es% wine is m!de from them


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gi!nt% ! ver$ ver$ t!ll )erson

greed$% ! )erson who w!nts more !nd more mone$

green te!% ! kind of te!g!llo)% when ! horse runs ver$ f!st

giggle% ! kind of l!ugh

g!s% fuel th!t m!kes c!rs run

H

h!nd% $ou h!ve two e!ch with > fingers

h!))$% o))osite of s!d

hungr$% $ou !re this when $ou h!ven4t e!tenh!t% something $ou we!r on $our he!d

hel)% when $ou !re in d!nger $ou !sk for+

hunt% to kill !nim!ls for food

hot% o))osite of cold

horse% !nim!l with 7 legs $ou c!n ride

house% #uilding with rooms !nd ! g!rden

hello% o))osite of good#$e

hotel% )l!ce $ou st!$ when $ou !re on holid!$

h!te% o))osite of love

h!rd% the o))osite of e!s$

hiking% mount!in clim#ing

hint% !nother word for clue

I

ice%cre!m% fro?en tre!t m!de from milk

I4d% om#ine the words I % would

isl!nd% l!nd surrounded #$ w!ter

im)ossi#le% o))osite of )ossi#le

insect% ! ver$ ver$ sm!ll !nim!l ie. fl$ or s)ider

inf!nt% !nother word for #!#$

invit!tion% give this to someone if $ou w!nt them to come to $our )!rt$

igloo% tr!dition!l Inuit house (-he$ will )ro#!#l$ onl$ underst!nd

0skimo so #e )re)!red to e8)l!in.*

ice% fro?en w!ter

ill% o))osite of feeling well


12/68

ink% wh!t is inside ! )en

intelligent% ver$ sm!rt

ide!% !n interesting thought

9

3ungle% ! wild forest in ! hot countr$

9!nu!r$% the ;st month

3um)% to #ounce u) !nd down

3!r% ! gl!ss cont!iner for food

3e!ns% ! t$)e of trousers+

3!m% sweet food $ou h!ve on to!st3o#% if $ou work $ou h!ve one of these

9udo% ! t$)e of m!rti!l !rts

3ogging% running slowl$

9une% the @th month

9!cket% ! short co!t

9ul$% the th month

3uggle% -o kee) or more #!lls in the !ir !t the s!me time

3o$% to #e ver$ ver$ h!))$

3oke% something $ou s!$ th!t m!kes )eo)le l!ugh

C

kick% how $ou move ! soccer #!ll

kid% !nother word for child

kitchen% ! room where $ou cook

knife% wh!t $ou cut things with

ke)t% )!st tense of kee)

kilometer% one thous!nd meters

kind% someone who is ver$ nice

king% the ruler of ! countr$

k!ng!roo% !n !nim!l th!t lives in Austr!li!

kill% !ss!ssin!te someone

kilogr!m% ;== gr!ms

king% A m!le le!der who we!rs ! crown

knew% )!st tense of know

kite% ! to$ $ou c!n fl$ in the !ir


13/68

knee% the middle )!rt of $our leg

knit% how to m!ke swe!ters out of wool

/

l!ugh% !nother word for chuckle

l!m#% me!t from shee)

lend% the o))osite of #orrow

lie% not telling the truth

l!nd% the o))osite of the se!

l!st% o))osite of first

l!te% o))osite of e!rl$lost% )!st tense of lose

le!rn% wh!t $ou do !t school

l!?$% someone who doesn4t work h!rd is

/ondon% the c!)it!l cit$ of 0ngl!nd

left% o))osite of right

legs% if $ou didn4t h!ve these $ou couldn4t w!lk

light% o))osite of d!rk

li#r!r$% where $ou #orrow #ooks

li)s% )!rt of $our mouth

meter% ;== cm

mouse% sm!ll !nim!l th!t likes to e!t cheese

micro)hone% wh!t $ou sing into !t 2ore#ong (2ore E eh% #ong*

mother% $our f!ther4s wife

m!r!thon% ! ver$ long r!ce

!rch% the rd month

m!tches% $ou light c!ndles with them

!$% the >th month

m!id% someone $ou )!$ to cle!n $our house

middle% #etween the st!rt !nd the end

me!t% chicken )ork #eef

milk% it comes from cows

mirror% $ou c!n see $ourself in it

more% o))osite of less


14/68

mi8% to stir something

m!nsion% ! ver$ ver$ l!rge house

2

night% the o))osite of d!$

ne!r% close #$

n!)% ! short slee)

no% the o))osite of $es

n!rrow% not wide

neck% #etween the he!d !nd shoulders

nine% three times three2ovem#er% the ;;th month

never% the o))osite of !lw!$s

nose% $ou smell with it

num#ers% @


15/68

)olice% -he$ !rrest crimin!ls

)ig% )ork comes from this !nim!l)!3!m!s% $ou we!r them in #ed

)ush% o))osite of )ull

)u))$% #!#$ dog

)resident% &eorge Bush is one

)l!te% $ou )ut $our food on it

)e!r% ! fruit

)!il% !nother word for #ucket

)!)er% wh!t $ou write on)erfect% ;== % no mist!kes

)on$% $oung horse

)urr% the sound ! h!))$ c!t m!kes

)ill% sm!ll round medicine $ou sw!llow

J

5uick% not slow

5uestion% o))osite of !nswer

Jueen% fem!le le!der who we!rs ! crown

5u!rter% to divide into 7 e5u!l )!rts

5u!ntit$% !mount

5uiet% not nois$

5uilt% ! homem!de #l!nket

5ui?% ! short test

5u!ck% the sound ! duck m!kes

5uit% to sto)

5u!rrel% !rgument

R

rose% ! flower

r!dio% $ou listen to it

red% the color of #lood

rescue% to s!ve someone from d!nger

rest!ur!nt% )l!ce where someone cooks for $ou

rice% sm!ll white gr!ins


16/68

r!ce% to run ver$ f!st

Russi!% oscow is the c!)it!l of this countr$

re)e!t% to s!$ !g!inr!##it% sm!ll !nim!l with long e!rs % loves e!ting c!rrots

rude% not )olite

r!in% w!ter th!t f!lls from the sk$

r!t% looks like ! ver$ #ig mouse

ro)e% something to tie things u) with

ro!d% !nother n!me for street

Sshort% the o))osite of t!ll

S!turn% ! )l!net

S!turd!$% @th d!$ of the week

s!lt% $ou )ut it on $our food

s!nd% there is ! lot of it !t the #e!ch

sold% )!st tense of sell

sing% wh!t $ou do !t 2ore%#ong (2ore E eh E #ong*

solid% not li5uid

sink% wh!t the -it!nic did !fter hitting !n ice#erg

school% where $ou go to le!rn

second% !fter the first

second% sm!ll unit of time

shine% the sun does it

shi)% #ig #o!t

snow% it4s white !nd cold

scent% ! kind of smell

soft% o))osite of h!rd

Sund!$% the th d!$ of the week

se!% l!rge #od$ of s!lt w!ter

sick% when $ou h!ve ! cold $ou !re+

-

te!r% dro) of w!ter from $our e$e

tie% men we!r them with suits

to)% o))osite of #ottom


17/68

tongue% wh!t $ou use to t!lk with

tight% o))osite of loose

tiger% ver$ l!rge wild c!tt!ilor% )erson th!t m!kes clothes

t!ll% o))osite of short

t!)s% w!ter comes out of them

t!lking% !nother word for s)e!king

t!8i% ! c!r $ou )!$ to ride in

tools% h!mmer s!w wrench

te!% ! kind of hot drink

teeth% $ou use them to chew foodtennis% ! g!me )l!$ed with < )eo)le !nd ! #!ll

thum#% ! finger

thigh% )!rt of the leg

K

KF,% !n !lien s)!ceshi)

unfit% not fit

universe% outer%s)!ce !nd ever$thing in it

u)% o))osite of down

universit$% )l!ce where older students le!rn

unlock% o)en ! door with ! ke$

um#rell!% $ou use this when it4s r!ining

u)st!irs% clim# ste)s to go here

unicorn% ! white horse with one horn onl$ in f!ir$ t!les

unh!))$% it me!ns s!d

underground% where miners work

ugl$% o))osite of #e!utiful

unorg!ni?ed% not org!ni?ed

unem)lo$ed% without ! 3o#

under% o))osite of over

L

ver#% !n !ction word

Lenus% ! )l!net

violin% music!l instrument


18/68

volc!no% when l!v! comes out of ! mount!in it is ! G

vote% $ou do this !t !n election

veget!#les% onion c!rrot )ot!tov!se% cont!iner for flowers

vill!ge% sm!ll town

vill!in% #!d gu$ in ! movie

volle$#!ll% ! s)ort

v!m)ire% monster th!t drinks #lood

view E to look !t something

'w!r% when two countries fight e!ch other

white% ! color

wedding% ceremon$ when ! m!n !nd wom!n get m!rried

week% seven d!$s

wheels% ! #ic$cle h!s two

wind% movement of !ir

winter% cold se!son

wrote% )!st tense of write

win% o))osite of lose

w!rm% not cold

"

$ellow%! color

$e!r% @> d!$s

$es% o))osite of no

$oung% o))osite of old

$esterd!$% the d!$ #efore

$ogurt% food m!de from milk

$og!% stretching e8ercises

$e!h% !nother w!$ to s!$ $es

$i))ee% something $ou s!$ when $ou !re re!ll$ e8cited

$!wn% wh!t $ou do when $ou !re tired

$!rn% !nother n!me for wool

$uck% wh!t $ou s!$ when food t!stes #!d

$um ($umm$*% wh!t $ou s!$ when food t!stes ver$ good


19/68

M

?e#r!% #l!ck !nd white !nim!l?ero% nothing sm!llest num#er

?i))er% hel)s close 3e!ns

?% the l!st letter of the !l)h!#et

?oo% collection of !nim!ls $ou )!$ to see


20/68

Stri) Songs

/evel: An/

Aims: Encourage careful listening and develop associative learning s0ills

!teri!ls: stereo' envelopes' ord strips ith group num"ers on them such

as group N1' group N!' etc. 2helps prevent the groups from mixing up their

strips3.

1. re%te!ch voca"ular/ from the song through the use of a collocationexercise. 7rite a group of four ords on the "oard and as0 students hich

ord does not "elong. As0 students h/ the other three ords are similar.

!. *ell students to get into grou)s' ta0e the word stri)s out of the

envelopes and divide them among their group evenl/. )a0e sure that

students have their strips face up and not all over the place. *ell students

to #uild their songas the/ hear it from "eginning to end.

#. l!$ the song at least three times. 7al0 around the classroom and

provide direction and feed"ac0 hen necessar/. )a0e a competition out of

it. *he first group that finishes ever/thing correctl/ gets a priIeK


21/68

)/ Love /O7estlife

em)t$N full pac0ed crammedseashore "each coast l!keN

onder imagine thin0 a"out knowN

small smaller smallest l!rgeN

holding on letting goN 0eeping remaining

read rite stud/ runN

fields pastures mount!insN meados

far closeN distant out of reach

loveN hate detest loatheoutdoors outside InsideN open air

cr$ingN laughing giggle chuc0le

N An empt/ street

N An empt/ houseN A hole inside m/ heart

N %6m all alone' and the rooms are getting smaller.

N % onder ho' % onder h/

N % onder here the/ are

N *he da/s e had' the songs e sang together

N And oh m/ love

N %6m holding on forever

N Jeaching for a love that seems so farN So % sa/ a little pra/er

N And hope m/ dreams ill ta0e me there.

N 7here the s0ies are "lue

N *o see /ou once again' m/ love

N Dver seas from coast to coast

N *o find the place % love the most

N 7here the fields are green



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N % tr/ to read

N % tr/ to or0

N %6m laughing ith m/ friendsN ut % can6t stop to 0eep m/self from thin0ing

N % onder ho' % onder h/

N % onder here the/ are

N *he da/s e had' the songs e sang together

N And oh m/ love

N %6m holding on forever

N Jeaching for a love that seems so far

N So % sa/ a little pra/erN And hope m/ dreams ill ta0e me there



N Dver seas from coast to coast

N *o find he place % love the most



N *o hold /ou in m/ armsN *o promise /ou m/ love

N *o tell /ou from the heart

N Bou6re all %6m thin0ing of

N %6m reaching for a love that seems so far

N So % sa/ a little pra/er

N And hope m/ dreams ill ta0e me there


N *o see /ou once again' m/ loveN Dver seas from coast to coast

N *o find a place % love the most




23/68

usic!l ist!kes

/evel: An/

Aims: %mprove students listening and reading s0ills through music.

!teri!ls: l/rics handout 2.l/rics.com3' stereo' cop/ of song.

Loc!#ul!r$:

mist!ke wrong right (!nd !n$ difficult voc!#ul!r$ found in the l$rics*

Ste)s:

It c!n !lso #e used !s !n entire lesson if the song h!s difficult

voc!#ul!r$ or com)le8 me!nings.

1. Introducethe artist "/ pla/ing the $7ho am %8(game. Have studentsidentif/ if /ou are a group' male' female' here /ou are from' ho old /ou

are etc. Bou ma/ have to loo0 on the %nternet for info on singers hich

students seem to li0e' /et e 0no nothing a"out 27estlife= 7estlife=

7estlife=3.

!. Dnce the/ guess ho the singer is' sho them a picture for interest

sa0e. 4la/ the song. Handout the l$rics of the song and tell them that

the/ must find the mista0es. For loer level students' provide a choice of

! ords to help them identif/ the correct anser. Higher level students or

adults can "e given the l/rics ith hidden mista0es 2spelling' grammar3 in

hich the/ have to identif/ and correct individuall/ or a group. 4la/ the

song again and give them a second chance to correct the l/rics.

#. Discusse8)l!inthe meaning of the song and tal0 a"out hat 0inds of

emotions the song evo0es. Adults can discuss the literar/,poetic devices

used such as alliteration' metaphors' similes' personification' imager/'

rh/ming scheme etc. Bou ma/ need to crac0 out the 5ole English 11 text
http://www.lyrics.com/http://www.barrysclipart.com/barrysclipart.com/showphoto.php?photo=25966&papass=&sort=1&thecat=157http://www.barrysclipart.com/barrysclipart.com/showphoto.php?photo=12860&papass=&sort=1&thecat=157http://www.barrysclipart.com/barrysclipart.com/showphoto.php?photo=12865&papass=&sort=1&thecat=157http://www.barrysclipart.com/barrysclipart.com/showphoto.php?photo=25966&papass=&sort=1&thecat=157http://www.barrysclipart.com/barrysclipart.com/showphoto.php?photo=12860&papass=&sort=1&thecat=157http://www.barrysclipart.com/barrysclipart.com/showphoto.php?photo=12865&papass=&sort=1&thecat=157http://www.barrysclipart.com/barrysclipart.com/showphoto.php?photo=25966&papass=&sort=1&thecat=157http://www.barrysclipart.com/barrysclipart.com/showphoto.php?photo=12860&papass=&sort=1&thecat=157http://www.lyrics.com/


24/68

for thatK

$ /ove% 'estlife

An empt/ street,road

An empt/ house,"arn

A hole inside m/ heart,head

%Pm all alone' and the rooms are getting smaller,"igger

% onder ho' % onder h/%,e/e onder here the/ are

*he da/s e had' the songs e sang together

And oh m/ love

%Pm holding on forever,never

Jeaching for a love that seems so far

So % sa/ a little pra/er,hair

And hope m/ dreams ill ta0e me there,their7here the s0ies are "lue

*o see /ou once again' m/ love

Dver seas from coast to coast

*o find the place % love the most,roast

7here the fields are green,seen


% tr/ to read,lead% go to or0

%Pm laughing ith m/ friends

ut % canPt stop to 0eep m/self from thin0ing,drin0ing

% onder ho' % onder h/

% onder here the/ are,far

*he da/s e had' the songs e sang together

And oh m/ love


25/68

%Pm holding on forever

Jeaching for a love that seems so far,hard

So % sa/ a little pra/er

And hope m/ dreams ill ta0e me there,the/6re

7here the s0ies are "lue,"le



*o find the place % love the most,toast

7here the fields are green


*o hold /ou in m/ arms,farms

*o promise /ou m/ love

*o tell /ou from the heart,fart

BouPre all %Pm thin0ing of

%Pm reaching for a love that seems so far

So % sa/ a little pra/er

And hope m/ dreams ill ta0e me there

7here the s0ies are "lue



*o find the place % love the most

7here the fields are green



26/68

"esterd!$%-he Be!tles

Besterda/' all m/ trou"les seemed so far aa/,o0a/

o,Ho it loo0s as though the/Pre,there here to sta/

Dh,o' % "elieve in /esterda/.

Suddenl/' %Pm not,hot half the man % used to "e,"ee'

*herePs a shado hanging over me,m/.

Dh' /esterda/ came suddenl/.

7h/ she,he had to go,"lo % donPt 0no,no she ouldnPt sa/,sta/.

% said something rong,long' no % long,rong for /esterda/.

Besterda/' love as such an eas/ game to pla/,toda/.

o % need,read a place to hide aa/.

Dh' %,e/e "elieve in /esterda/.

7h/,Ho she had to go,no % donPt 0no she,he ouldnPt sa/.

% said something rong' no %,m/ long for /esterda/.

Besterda/,Saturda/' love as such an eas/ game to pla/.

o e/e,% need a place,face to hide aa/.

Dh' % "elieve in /esterda/.

)m mm mm mm mm mm mm.


27/68

-ic%-!c%Loc!#

/evel: An/

Aims: Jecall and revie voca"ular/ from students6 voca"ular/ "an0s.

!teri!ls: "lac0"oard or A paper

Loc!#ul!r$: 4reselected

Ste)s:

1. om)ile a list of voc!#ul!r$ words that students have previousl/studied. *he/ should include ver"s' nouns and ad-ectives.

!. Dividethe class into to teams of M6s and D6s. As0 each team to select a

draer for their team.

1. Dr!wa large tictactoe grid in the center of the "lac0"oard. e sure

to leave enough room for the to draers on the left and right sides of the

"oard.

!. Dn the grid rite in the folloing ords:

Action 2ver"3 l!ce )erson or

thing 2noun3

Descri)tive word

2ad-ective3

Descri)tive word Action l!ce )erson or

thing

l!ce )erson or

thing

Descri)tive word Action

#. Start the game in the center s5u!re. Dn a small slip of paper rite


28/68

don one ord from the $Action( 2ver"3 voca"ular/ list and sho it to each

draer.

. 7hen the teacher sa/s' $&oO each team has two minutes to dra apicture2s3 that represents the ord. *he other mem"ers of each team

must guess the word in the same time limit. *he draers ma/ not mime

2similar to 4ictionar/3. *he first team to anser ithin ! minutes gets to

mar0 1 or , in the center suare and choose the next suare,categor/.

>. Df course' three 1Psor ,Psin a ro ins a round. %f each team does not

get the ord under the tominute time limit' the team ho gave the

correct ord last gets to choose the next categor/ again.

%f the class is a small stud/ group' the draers can use paper rather than

the "lac0"oard.


29/68

Typhoon

/evel: An/

Aims: 4ractice and revie language structures' functional grammar and

voca"ular/. Encourage students to participate in class.

!teri!ls: "lac0"oard' t/phoon grid ith uestion and anser 0e/

Ste)s:

1. Gecide hat language structures' grammar' voca"ular/ to focus on.

*hese could "e from /our students6 text"oo0s.

4repare a list of 5uestionsthat /ou ill as0 students. *he uestions could

include: true,false' /es,no' short anser' or 7h uestions. Bou could even

use uestions that deal ith pronunciation. *here are man/ possi"ilities.

!. Dr!w ! grid? x ? on a piece of paper. Fill in the suares ith different

amounts of points. For example' ? points in suares' > points in @ suares

etc. Jeserve ? to suares for the letter $*( 2this stands for t/phoon3.

Dn the left margin' rite the letters A through F. Dn the top margin'

rite the num"ers 1 to ?. Bou no have an anser 0e/ to give points.

Guplicate this grid on the "oard withoutputting in the points. %t must "e

0ept as a surpriseK

#. Divide the cl!ssinto to teams. Have them name their opposing team.

. -e!ms t!ke turnsgiving ansers. %f a student from one team ansers

correctl/' the/ can choose a suare. As0 students to use reuest forms

such as' $9ive me #' please( or $%6d li0e A>' please.

>. Cee) score"/ adding houses for points. So' if A# gets to points on

/our anser 0e/ then that team gets ! houses. %f an/ team chooses a

suare that has a $*( in it' then there is a */phoon and the/ lose all their

houses 2points3. Bou ma/ ant to rig this activit/ so that /ou occasionall/


30/68

ipe out the inning team. *he/ en-o/ a good challenge and it helps

encourage the losersK

S!m)le Juestions !nd Di!logue:

7hat6s another ord for $happ/8(

7hat6s another a/ to sa/' $Qust a moment8(

7hat6s the opposite of $hot8(

7hat6s the orean ord for $relax8(

ote: Bou can also use the uestions from the hexagon lesson if enough

time has elapsed "eteen the to lessons 2Hexagon and */phoon3 or theChristmas */phoon uestions at Christmas time.

*: Lions. Bou6re first.

7hat6s the opposite of up8

S2s3: $Gon.(

*: $Correct.( 7hat suare ould /ou li0e8

S2s3: %6d 27e6d3 li0e !.

*: D0a/. !. Five houses.

*: Eagles. 7hat6s another a/ to sa/ $ver/ large8(

S2s3: Huge.

*: JightK 7hat suare ould /ou li0e8

S2s3: A1.

*: Dh' ohK *B4HDDK 2*eachers erases all their houses3.

S!m)le &ridfor te!cher (studentsP should not include )oints*

; < 7 > @

A 1 ! ? 1 ! ?

B - ! ? - !

! - # - 1 #

D - 1 -

0 # 1 # ? ?

F ? - - ! - 1


31/68

HRIS-AS -"H,,2 JK0S-I,2S

1. 7hat 0ind of animal is Judolph8 2reindeer3

!. 7hat do /ou give someone at Christmas8 2gift' present3

#. 7h/ do Christians cele"rate Christmas82it is hen Qesus Christ as

"orn R% 0no this isn6t reall/ accurate' "ut e6re tal0ing to an ESL

class here3

. 7hat is a 5hite Christmas(8 2hen it snos,hen there is sno at

Christmas3

>. 7hat is a famous Christmas Carol8 2*a0e /our pic0=3?. 7hat does )err/ mean8 2happ/3

@. 7hat do 7estern people have inside their house at Christmas time8

2tree3

. 7hat are the Christmas colours8 2red and green3

. 7hat is the ton that Qesus as "orn in8

1. 7hat other holida/s are around the same time as Christmas8

2Hanu0ah' anIaa=3

11. 7ho helps Santa ma0e to/s8 2elves3

1!. 7hat does Santa drive8 2sleigh3

1#. 7here does Santa live8 2north pole3

1. 7hat does Santa ear on his head8 2red and hite hat,cap3

1>. 7hat is Santa Claus famous for sa/ing8 2Ho Ho Ho )err/

ChristmasK3

1?. Ho man/ reindeer pull Santa6s sleigh8 23

1@. Ho does Santa get into a house8 2don the chimne/3

1.7hat food is popular to eat on Christmas da/ in SA and Canada8

2*ur0e/3

1. 7hat do people sing at Christmas time8 2Carols3

!.7hat do children ma0e in the sno in the inter82snoman' angels'

fort=3

!1. 7hat is a popular inter sport8 2s0iing' sledding' sno"oarding=3

!!.7hat is another name for Santa Claus8 2Father Christmas' St.

icholas=.3

!#.7hat is one piece of sno called8 2snofla0e3

!.7hat do people usuall/ put on top of a Christmas tree8 2star' angel3


32/68

!>.7here as Qesus "orn8 2in a manger' in a "arn' in ethlehem3

!?.7hat do /ou ear on /our hands in the inter 2mitts' mittens'

[email protected] # things /ou ear in the inter 2hat' coat' gloves' mittens'

scarf=.3

!.ame to things 7esterners cele"rate during inter holida/s

2Hanu00ah' Christmas' e Bear=.etc=3

!.7here can /ou ear a simming suit,"i0ini'.. at Christmas8

2Australia' etc=3

#.ell' Fat man' coo0ies' ra""it. 7hich is not a picture from

Christmas8 2ra""it3#1. 7hat do man/ children hang on a fireplace on Christmas eve8

2stoc0ing3

#!.ame # countries hich have sno in Gecem"er 8 2orea' China'

Jussia' Canada' SA' =.3.

##. 7ho is the man in the red suit and hite "eard that /ou see at

Christmas8 2Santa Claus3

ote: */picall/ /ou need at least ## or so uestions to last a full >

minute class of average level students. Bou can ala/s ma0e up /our on

uestions to match /our students a"ilities.


33/68

L,ABK/AR" DRI//

/evel: An/ 2reall/ good for a armup "efore a short lesson' or possi"l/'

ith a little or0' as a full lesson in and of itself3.

Aims: Encourage careful listening' develop ord memor/' improve

pronunciation

!teri!ls: Seuenced voca"ular/ cards' stop atch

Ste)s:

1. om)ile ! listof ? or @ ords. *he/ could "e a categor/ of ords orords from something that /our students have recentl/ studied.

!. 'rite the voca"ular/ ords on the "oard and model them. 4ractice

pronunciation ith the students chorall/.

#. Hand out copies of voc!#ul!r$ cue c!rdsto each ro of students. *he

first student in the ro gets card 1 and the last student gets card ? or @.

Example: vegeta"les

Student 1 Student ! Student # Student Student > Student ?

peas

carrots

peas

&&&&&&

turnips

peas

carrots

&&&&&&

potatoes

peas

carrots

turnips

&&&&&&

lettuce

peas

carrots

turnips

potatoes

&&&&&&

onions

peas

carrots

turnips

potatoes

lettuce

&&&&&&

"eans

. *ell students to )r!ctice the word drill in seuence. Student 1 sa/s

$peas' carrots( then student ! has to recall the last ord that Student 1

said and so on.

>. *a0e the drill one step further and )l!$ in te!msagainst one another.

%ncrease the difficult/ of the voca"ular/ ords and have students


34/68

memoriIe ords ithout using the cue cards.

'ord h!in R!ce

/evel: An/

Aims: 4ractice spelling and voca"ular/ range "/ connecting ords together

!teri!ls: 7ord Chain Jace sheets' priIe 2optional3

Ste)s:

2ote: *his or0s ell as a armup activit/ as ell as a game to end the

class. *his game can tie into an/ topic of stud/ "/ entering the appropriate

voca"ular/ in the 4oer 7ords "ox.

1. *ell the class that the/ ill "e pla/ing the 7ord Chain 9ame. As0 the

students hat a ch!inis. *hen tell them that the/ ill "e ma0ing a chain of

ords. sing the "oard' sho them that the/ ill "e connecting one ord

to the last letter of the previous ord.

For example: A44LE ELE4HA* *EACHEJ JA% =

Create a chain on the "oard ith the class.

!. %n the ,'0R ',RDS"ox' /ou can enter around > to 1 ords. *hese

ords can "e voca"ular/ that /ou are currentl/ stud/ing ith the class' or

an/ other ords /ou choose to use. 2e.g. Bour name8 Bour countr/83

#. Hand out the worksheetto each pair or group and tell them to 0eep their

paper facedon. Explain that the/ must ma0e a ord chain !s long !s

)ossi#le' and the/ ill receive ; )oint for e!ch wordthat the/ use 2no

points are aarded for misspelled ords3. Also' inform the class that if

the/ rite a ord from the 4D7EJ 7DJGS "ox' the/ ill receive )oints

for e!ch )ower wordused.

Set a time limit 2around # to > minutes3' and have the students count their


35/68

scores. Chec0 the inner6s paper' and either congratulate them or give

them a priIe.

',RDHAI2 RA0O

4D7EJ 7DJGS
http://www.free-graphics.com/clipart/Sports/Racing/Cycling_-_Cartoon_2.shtmlhttp://www.free-graphics.com/clipart/Sports/Racing/Checkered_Flag_1.shtmlhttp://www.free-graphics.com/clipart/Sports/Racing/Checkered_Flag_1.shtmlhttp://www.free-graphics.com/clipart/Sports/Racing/Checkered_Flag_1.shtmlhttp://www.free-graphics.com/clipart/Sports/Racing/Checkered_Flag_1.shtmlhttp://www.free-graphics.com/clipart/Sports/Racing/Cycling_-_Cartoon_1.shtml


36/68

'eekend Sc!ttegories

/evel: An/

Aims: As0 uestions' use the past tense' listen and get students to tal0

a"out their ee0end

!teri!ls: 7or0sheets at the end of this lesson' cand/ 2optional3

Loc!#ul!r$:

went visited !te cle!ned s!w

Ste)s:

1. 4hotocop/ the interview 5uestionsand cop/ the Sc!ttegories handout on

the "ac0. 4ass out to each student.

!. At the top of the intervie or0sheet are sentences that demonstrate

alliteration and tongue tisters. Gemonstrate ho to sa/ these sentences

correctl/ and have the students repeat after /ou. Focus on $J( and $L( andan/ other pro"lem sounds. )a0e sure the/ loo0 at /our mouth' tongue and

lips to get a "etter grasp.

#. 7rite don the )resent tenseof the ver"s in the voca"ular/ "ox a"ove.

Sa/ a sentence using the present tense and then the past. For example'

$*oda/ % go. Besterda/ % &&&&.( 7rite the past tense on the "oard.

. Explain that /ou ant each person to interview the person "eside them

to find out hat the/ did on the ee0end. se the uestions on the

or0sheet provided and have them rite don the ansers in complete

sentences. Each student should have the opportunit/ to intervie.

Jandoml/ call on students and have them read their ansers aloud.

>. Sc!tt!gories is a fun game that helps students "rainstorm voca"ular/

and can usuall/ last a full > minutes. Split the class into groups ith a"out

? people in each group. *he/ should have the scattegories or0sheet to


37/68

follo. efore /ou "egin' go over each categor/ to "e sure the/

understand.

?. *he rulesof sc!ttegoriesare simple. *he o"-ect is to come up ith aord in each categor/ that is original 2no other group can have used it3.

*he class has # minutes to come up ith one ord for each categor/.

Hoever' the hard part is that the ords must start ith a random letter

of the alpha"et. For example' if /ou chose the letter $S( the categor/

could loo0 li0e this:

ice cre!m fl!vour stra"err/

things in ! cl!ssroom students

After the # minutes as0 each group hat the/ rote for each categor/. %f

an anser is repeated those groups don6t get a point. %f a group has an

original anser then the/ are aarded a pointK


38/68

I. -ongue -wister:

Erica eats eight elephants ever/da/.

)and/ mops muffins on )onda/s.

Jand/ ros rapidl/.

4aul pets 4ete6s parrot.

And/ ate apples after August.

II. !rtner Interview:

7hat did /ou do last ee0end8

7ho did /ou see8

7hat did /ou eat8

7here did /ou go8


39/68

Sc!ttegories

9ame 1:

1. An ice cream flavour &&&&&&&&&&&&&&&&&&&&&&&&&&&

!. Something in a classroom&&&&&&&&&&&&&&&&&&&&&&&&&

#. A fruit&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

. A countr/&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

>. Something /ou ear in summer&&&&&&&&&&&&&&&&&&&&&

?. A colour&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

@. An animal&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&. A food &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

. A gift &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

1. An English name&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

11. A "ig cit/&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

1!. Something that is red &&&&&&&&&&&&&&&&&&&&&&&&&&&

1#. Something that is soft &&&&&&&&&&&&&&&&&&&&&&&&&&

9ame !:

1. A piIIa topping &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

!. Something in a supermar0et&&&&&&&&&&&&&&&&&&&&&&

#. A vegeta"le&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

. A small ton&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

>. Something /ou ear in inter&&&&&&&&&&&&&&&&&&&&&

?. A language&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

@. A game &&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

. 7eather&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

. A num"er&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

1. A orean name&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

11. Something in a house&&&&&&&&&&&&&&&&&&&&&&&&&&&

1!. Something that is green &&&&&&&&&&&&&&&&&&&&&&&&

1#. Something that is in /our text"oo0 &&&&&&&&&&&&&&&&


40/68

-e8t#ook Sc!venger Hunt

/evel: An/ 2*his lesson might not last the full > or > minutes. Bou can

pla/ a armup activit/ R7ord Chain Jace' good old $hang man(' etc for the

first >1 minutes3.

Aims: Encourage group or0 through spea0ing and reading

!teri!ls: text"oo0

Ste)s:

1. Suppl/ students ith a listof items to find. %f /ou are restricted to a

classroom' an excellent alternative is to use the students6 te8t#ooks.

!. 9o through the text"oo0 and find = )ictures. )a0e a list of the items

"/ riting don a descri)tionof each picture.

#. 9ive the list to teams of students ho must search out and find the )!ge

num#erthat the particular picture is on. An example of a description ould

"e: $A oman eating piIIa(. Students must find the picture of the oman

eating piIIa and rite don the page num"er.

. As ell' purposefull/ rite don a fe difficult descri)tions that the

students ould most li0el/ not understand. 7hen the students encounter

the difficult descriptions' the/ must as0 for an explanation. *his is done to

encourage the students to communicate ith the teacher.

>. *he first team to complete the list is the innerK


41/68

Find Someone 'ho

/evel: An/

Aims: Jead and understand descriptions' interact ith classmates

!teri!ls: hite,"lac0 "oard or handout

Ste)s:

A find someone who g!me consists of students finding other studentswho m!tch ! given descri)tion.

1. 7rite don 2and have the students cop/3' a list of descri)tionson the

hite,"lac0"oard. Bou ma/ also give them a handout ith the same

information. For example: *he tallest student; has a pon/tail; has "races;

has contacts; has gra/ soc0s etc.

!. After the list is ritten' have the students listen to !nd re)e!t the

descriptions. Guring this time difficult voca"ular/ and pronunciation is

or0ed through.

#. Students then leave their des0s' see0 out' and o#t!in the sign!tureof

students ho match the given descriptions. Students must as0 each other

in English if the/ fit the description. For example: $Go /ou have "races8(

. *he first studentor students to have a signature next to all of the

descriptions is the winner.

7hile /ou can do this as an individual game' it ma/ "e "est done in groups.

%n this variation ma0e teams of >? students ma0ing sure to match up

students of lesser a"ilit/ ith those of higher a"ilit/. Students complete

their individual papers "ut cannot hand them in until the entire group is

finished. sing this format' the higherlevel students help the other

students complete their description papers. *o ma0e the game more fun

for the students' include descriptions such as $has a "o/,girlfriend(etc.


42/68

!king ! onster

/evel: An/

Aims: 4ractice spea0ing and listening through teamor0

!teri!ls: St/rofoam "alls 2# siIes3' googl/ e/es' s0eers' glue' pipe

cleaners and toothpic0s

!king ! onster is ! gre!t s)e!king !nd listening g!me th!t the

students trul$ en3o$. -his w!s ! g!me origin!ll$ designed for !dults

#ut with ! little twe!king it c!n !lso #e !d!)ted to middle !nd highschool students. -his lesson however t!kes ! lot of time so )l!nning

!nd tr!nsl!tions if necess!r$ h!ve to #e done efficientl$.

Ste)s:

1. Find an !rt su))l$ storethat carries the materials a"ove. *hen' using

the supplies /ou have o"tained create a protot/pe monster.

!. *o "egin' voc!#ul!r$ of the "uilding materials must "e emphasiIed.

Sho the students the "uilding materials' hile at the same time riting

the names and draing a picture of each on the "oard.

#. Sho the students a model monster2different from the real protot/pe3

and demonstrate ho /ou ould descri"e the monster.

. A ne monster is hidden #ehind ! #o8at the front of the room. *he

students are placed into teams and the teams are placed in ros.

>. 9o#sare then assigned to the team mem"ers. *he -o"s are $loo0er(' !

$messengers(' a $shop0eeper(' and ! $"uilders(.

?. *he lookeris the onl/ person on the team alloed to see the monster.

*he/ then communicate to a messenger hat supplies are needed to ma0e

the monster.


43/68

@. *he messengerthen tells the shop0eeper hat supplies need "e passed

to the "uilders.

. *he sho)kee)ergives the materials to another messenger ho in turnpasses them on to the "uilders.

. *he loo0er then descri"es the monster and the description is passed

from teammate to teammate until it reaches the #uildersho attempt to

"uild the monster according to the descriptions given.

1. *he team ith the most simil!r monsterto the original is the inner.

Some things to 0eep in mind for this game is that the ma-orit/ of the

lesson should "e used to emphasiIe the voca"ular/ needed to ma0e the

monster' for example siIes' colors' material names' and positions 2"eside'

top' a"ove' "elo' etc3. )a0e sure the loo0ers are highlevel students. As

ell' ma0e sure the loo0ers do not communicate ith the "uilders. *he

message must "e passed don the line of students' similar to $Chinese

7hisper(. Lastl/ ma0e sure the students use English onl/ as the/ ill "e

ver/tempted to use oreanK


44/68

!ssword iction!r$

/evel: An/

Aims: Encourages participation of visual,special learners

!teri!ls: hite,"lac0 "oard lists of collocation ords

Ste)s:

1. )a0e several lists of colloc!tion words. %n this game' students ill "e

as0ed to dra ords that are related to a topic. *eammates must thenguess hat ord the draing represents. An example of a topic ould "e

$*hings that are HD*.( 7ithin this heading ould "e ords such as:

$coffee' sun' fire' oven' "each(

!. *o "egin' model ! to)ic for the class on the "oard. *his serves to

purposes; it gives the students an idea as to ho the game is pla/ed and it

also ma0es the students feel more comforta"le a"out draing hen the/

see ho horri"le an artist their teacher is.

#. Students are then split into two te!ms. Dne student from team A is

selected to dra. *he student is shon the list of ords. %f the student

has trou"le understanding an/ of the ords' /our coteacher 2or a

dictionar/3 should "e availa"le to translate.

. -he to)ic is then ritten on the "oard. *he student is given a set

amount of time to dra all the items on their list and have their teammates

guess the ords.

>. For ever/ ord guessed correctl/' the team receives a point. %f the/

are una"le to guess something and get frustrated the/ can sa/' !ssOand

the student can move on to the next ord on their list. *he team ith the

most points at the end is the inner.

-o)ic ide!s:Summer things' inter things' things in the ocean' things in a

school' fast food' fruit' vegeta"les' American things' "egins ith the letter

A' etc=


45/68

F!mous 2!me &!me

/evel: An/

Aims: 4ractice listening and spea0ing through a fun uestion and anser

game

!teri!ls: names of famous people ritten on pieces of paper

Ste)s:

1. A little research on hich f!mous )eo)leorean students li0e' must "e

done to successfull/ conduct this game. Dnce /ou have done this' ma0e a

list of n!mesand find out some "asic information a"out each.

!. Givide the class into two te!ms. 7rite a list of uestions on the "oard

#. )em"ers from each team must come to the frontof the room and the

name of a famous person is affixed to their "ac0s 2or forehead3 ithout

them seeing it.

. *a0ing turns' the students !sk their te!ms the aforementioned

5uestionson the "oard' one "/ one. *he first student to figure out their

famous person gains a point for their team.

*he students reall/ en-o/ this game particularl/ if /ou use some famous

oreansK

Am I ! m!n or ! wom!n+Am I old or $oung+

Am I sm!rt+

'h!t countr$ !m I from+

Am I good looking+

How old !m I+

0tc.


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R!ce to the Finish

/evel: An/

Aims: Students must find random ords on a printed page as a team

!teri!ls: hite,"lac0 "oard' excerpt from appropriate text' handouts

Ste)s:

1. )a0e a )hotoco)$of a )!gefrom an/ text 2such as a novel or schooltext"oo03. %t should "e fairl/ dense ith ords for advanced students and

a lot less dense for "eginners.

!. 4aste that photocop/ on a larger "lan0 sheet of paper. Qust a"ove the

pasted photocop/' evenl/ rite ABD to !#out 9 along the top and

rite num"ers one to !#out twelve along the side. *hat a/' hen a

student finds a ord the/ can pinpoint the location li0e B!ttleshi) and

announce F? or 1! to prove the/ found it. )a0e enough copies for all

the students in /our class. Bour preparation is done after that.

#. Hand out the photocopies. Dn the "lac0"oard dra an elong!ted

hori?ont!l gridthat should resem"le a straight racetrac0 ith one lane for

each team in the class. um"er the lanes so that trac0 one is team one'

etc. *hen' "rea0 up the horiIontal lanes "/ evenl/ draing eight or more

vertical lines. 7rite the ord FI2ISHat the end and pla/.

; Finish

< Finish

Finish

7 Finish

> Finish

@ Finish


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. !ll out ! wordfrom an/here on the page. *r/ an eas/ ord li0e HA+E

or *H%S at first to let the sloer 0ids 0no the/ can pla/ too. se it in a

sentence if /ou ant. *he students must scan the print and the firststudent to find the ord should raise his,her hand. As0 here the ord is

and the/ should respond' $F?( or something li0e that.

>. %f the/ are correct' dra a c!r on that teamPs grid in the first section

on the trac0. )a0e sure /ou cross out the ord on /our cop/ so /ou donPt

call it againK Call out another ord' ma/"e a more difficult one to ma0e it

challenging for the "etter students. Each time a student finds the right

ord dra a car in their teamPs lane' erasing the previous one until oneteam com)letes the course. At the end give the inning team a hand of

applause or some 0ind of reard.

F!mil$ Feud


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/evel: An/Aims: 4ractice listening and spea0ing in a gamesho setting

!teri!ls: surve/ uestions' "uIIers 2optional3

'e !ll know !nd love the old -L g!me show F!mil$ FeudO -his is !

g!me th!t c!n e!sil$ #e !d!)ted to the cl!ssroom (!nd with ! little

im!gin!tion* c!n #e e8tremel$ interesting to students.

Ste)s:

1. *o ma0e this game realistic' o"tain the ansers to /our surve$ 5uestions

from third /ear students or teacher or0shops. *o do so' have an informal

discussion. As0 them uestions such as their favorite actors' *+ shos'

movies' singers' t/pes of music' "ands' colors' foods' ho""ies' etc. Bou ma/

"e pleasantl/ surprised at ho much the students en-o/ tal0ing a"out their

favorite things. Even the more uiet students can "e engaged in this 0ind

of informal dialogue. 7rite don the @% most )o)ul!r !nswersfrom /our

surve/ and ho man/ people responded ith each anser.

!. *he next step of the game is actuall/ pla/ing it ith the students. *he

game follos the form!t of the -L show.

#. Split up into two teams. Line up > )l!$ersfrom each team in the front

of the room. %f /ou ant' as0 ever/one their names' here the/ are from'

interests' etc. "efore starting.

. *he first person in line on each team gets to go first. Jead the surve/

uestion and the first pla/er to Q#u?? inQ responds. 4ic0 up a couple of

those cheap suea0/ hammers to use as "uIIers if possi"le.

>. %f the student ho "uIIes in first names the; !nswerthe/ in this

portion. %f not' the other pla/er gets to give an anser. %f itPs more

)o)ul!rshe,he ins.


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@. *he team that ins the a"ove portion has # attempts to get ever/

anser in the surve/ uestion. Ask e!ch individual in the team once'starting from the student to the left of the leader and going don the line.

%f the/ strike outtimes' the other team can steal the points ith an/

anser that made it in the surve/. 9ive them a"out # seconds to confer in

a huddle and then tell /ou their anser. %f the/ are correct' the/ steal the

points. %f not' the other team gets to 0eep their points. Aard ;== )oints

for the inners.

. Continue this until either team gets == )oints.

. %n round !' as0 < )eo)lefrom the overall inning team to leave the room.

Call one of them "ac0 in to the class and as0 a series of uestions. 7hen

the/ are finished' call in the other student. e sure to as0 the same

uestions' "ut don6t allo the second person to repeat an/ ansersK 9ive

the students one point for ever/ person ho gave the same anser in the

surve/.

For example:

Host:: Q2!me ! f!vorite fruitQ2host3

Student: A))le 2if #@ people said apple' the/ get #@ points3

%f the sum of "oth their ansers total


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Riddles !nd u??les

/evel: An/

Aims: 4romote group discussion and creativit/

!teri!ls: Jiddles or puIIles found on the %nternet

Ste)s:

1. Find material on the %nternet that is appropriate for /our students6

comprehension level.!. Dividethe class into teams of up to @ students2for riddles3or )!irs

2for puIIles3.

#. For simple riddles' rite @ > 7 points' and so on.

. %f a team gives an incorrect !nswer' the/ are dis5u!lified from that

riddle.

>. For more difficult activities' simpl/ rite the riddle or puIIle on the

"oard 2or distri"ute a handout3 and give the students a set time limit to

figure it out. Aard different points for $under 1 minute(' $under !

minutes(' $under # minutes( etc.

&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&&

&&&&&&&&

08!m)le Riddle:

@% I !m #rown on the outside.

>% I !m white on the inside.

7% I !m h!rd !nd $ou c!n e!t or drink me.

% I !m h!ir$.


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the individual pieces and have /our students fill on the spaces.

Housew!rming

Level: All levels

Expectations: 1. Students ill "ecome more familiar ith common English

from grocer/ store fl/ers and "e a"le to read them.

!. Students ill have practice ith "udgeting.

#. Students practice event planning.

)aterials: 7estern grocer/ store fl/ers' enough for 1 per pair or group.

+oca"ular/:

Fl/er udget Sale Sales *ax Housearming

4otluc0 9rocer/ List l" %nvitation 4roduce 23

4rocedure:

1. %ntroduce the fl/ers to the students. Giscuss hat the/ are

used for and h/ the/ are useful in ever/ da/ life. 9o over the

various parts of the fl/er 2i.e. t/pes of sections' grocer/ store

address' dates the fl/er is effective' etc3.

!. 9et the students to loo0 over the fl/ers and anser an/

uestions the/ ma/ have' such as $7hat6s a 5l"68 7h/ is l" and 0g

in the fl/er' and h/ do the/ have to different prices8(

#. *ell the students to imagine that the/ are universit/ students

a"road and that the/ have ver/ little mone/ "ecause tuition is

ver/ high. *he/ share an apartment together and ant to thro a

housearming part/' "ut hen the/ pool their mone/ together'

the/ onl/ have T> to spend. *he/ are to use the grocer/ store

fl/ers to ma0e a list of supplies for their part/. Explain to them

the realit/ of a 1>U sales tax that must come out of their T>

"udget. Bou might ant to explain the idea of potluc0 if the


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students are having a hard time deciding hat to "u/.

. Dnce the/ have "udgeted for their part/ and made a grocer/

list' the/ must consider ho man/ people the/ can realisticall/invite' and ma0e a guest list 2including themselvesK3.

>. *al0 a"out invitations. 7hat information goes on an invitation to

a housearming part/8

?. 9et the students to create a sample invitation to their part/ and

then present them and their grocer/ lists to the class.

Adaptations:

*he students could choose the 0ind of part/ the/6d li0e to have 2i.e. a"irthda/ part/' a Halloeen part/' etc3.

For other levels8

Bounger students could plan a part/ ithout a grocer/ store fl/er' and

focus more on the invitation itself.

/ )oniue StQean


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Sentence Scr!m#le

Level: All Levels

Expectations: 1. *o "etter understand articles and pronouns as the/ are

used in English.!. *o engage ith English grammar creativel/.

#. *o "etter appreciate ordorder "ased s/ntax.

)aterials:

Enough -um"led sentences 2of an appropriate level of difficult/3 to cover

the length of time /ou6ve set aside. Students6 text"oo0s are a good source

of or0a"le material. Each sentence should need # to > minutes of class

time.

An A# piece of paper for each group of students. *he/ can either rite

the -um"led sentence don off the "oard and then rearrange it "/

reriting it' or /ou can have the ords the/ need on "ig strips of paper and

have them arrange their reordered sentence on the A# sheet. 7hich is

"est ill depend on the length and complexit/ of the sentences 2rec/cla"le

common ords ma0e strips of paper less la"our intensive3

+oca"ular/:

Qum"le Sentence Jace

nscram"le Stor/ %magination.

4rocedure:

1. %ntroduce the concept of the activit/ "/ riting a -um"led

sentence on the "oard and as0ing hat is rong ith it. As0 them

for the orean ord hich descri"es hat is rong 2"e prepared to

"e told it6s $craI/(3 Explain that in English e can sa/ it is $-um"led(


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!. Explain that the students ill "e in groups' racing each other to un

-um"le the sentences /ou give them. Also explain that there might

sometimes "e to or more valid rearrangements of a sentence2depending on the complexit/ of the sentences used3

#. 7rite a -um"led sentence on the "oard and give the students an

appropriate amount of time to unscram"le it 2hat is appropriate ill

depend on their a"ilit/ levels3 Experimenting ith the difficult/ of

sentences can "e a good first or second class 2if the sentences are

a"out /ou' /our famil/' countr/ etc. and,or are designed to gauge

a"ilit/ levels3

. *he first team to finish can "e aarded points or a small priIe. *he/must hold their A# sheet up' and sa/ the sentence together in its

correct order.

>. %f /ou have time' and have planned /our choice of sentences

appropriatel/' /ou can have the students arrange the reordered

sentences into a stor/' narrative or description to round out the

class.

Adaptations:

For lo level students /ou can practice phonics and pronunciation "/

-um"ling ords rather than sentences 2for example' ersupp $supper(3 .

For more advanced adult classes /ou can choose complex sentences hich

can "e arranged in a num"er of different a/s 2or can have different ords

su"stituted to change meaning or stress slightl/3 Giscussing the su"tle

differences in hat is communicated is a good elucidation of the tonal

ualities of the language' and the different shades of meaning certain

s/non/ms are capa"le of producing. %t also or0s ell in con-unction ith an

activit/ on ver"al stress and the a/s in hich it can alter meaning.

B )AM D6CDDJ


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/etPs &et h$sic!l: 'ord Hunt ode Bre!king

/evel:All Levels

08)ect!tions:

1. Students ill exercise English conversation through ph/sical activit/.

!. Students ill learn ne voca"ular/ hile investigating uestions.#. Students ill put ords together to form a sentence.

!teri!ls: A sufficient siIe outdoor or indoor space' large colourful

laminated ord cards that ma0e a sentence' tape' a uestion clue form' a

decoding sheet' G%C*%DAJ%ES.

Loc!#ul!r$:

Gecode' Clue' Hint'


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teams in the classroom.

!3 Jevie the voca"ular/ 2i.e. decoding' hunting' etc.3 that ma/ or0 in

the game' including the meaning and pronunciation.#3 rainstorm other voca"ular/ that ma/ "e used 2i.e. left' right'

straight' turn' etc.3

3 4ass out the uestion sheet and "riefl/ revie the uestions ith

the students.

>3 Gistri"ute one dictionar/ per group' for reference to uestions' or

reinforce them as0ing the teacher for a further clue to the meaning

of the ord.

?3 Students are directed to find hidden ords 2to place in the spacesprovided' ithin an indoor or outdoor space' "ased on the clues given

on this uestion sheet.3

@3 Dnce the teams find all of the ords' the/ ill then retrieve a

decoding sheet from their teacher.

3 Students then ma0e a sentence ith the ords that the/ have

found' to unravel a clue as to the da/s lesson 2this can "e creative3

a"out English.

3 *he first team to in receives a priIe.

13 Folloup ith an inclass revie of the voca"ular/' uestions and

techniues that the students used to accomplish their goals.

113 *his ma/ "e used to discuss concepts such as leadership' initiative'

etc.

Ad!)t!tions:

1. Bou ma/ choose to modif/ the activit/ "/ length of ords in the

sentence to hunt for and the level of voca"ular/ according to the

level of the students.

!. Supplement recentl/ learned voca"ular/ into the message' to

provide a valua"le learning experience of putting ords together

into fun sentences.3. % am sure that there are more /ou ma/ thin0 ofK


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',RD ARDAn Example

*oda/ e learned Englishtogethe

r

"/ hunting for

ords an decodin a


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d g

sentenceK


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'here is the wordG+

luesHints 'ords

1. 7here is the tallest tree8 &&&&&&&&&&&&

!. 7hen % am sic0' % visit this office. &&&&&&&&&&&&

#. A place to learn English. &&&&&&&&&&&&

. 7hen % ant to exercise' % go to these "ars. &&&&&&&&&&&&

>. eautiful floers here /ou enter the "uilding. &&&&&&&&&&&&

?. 7here do e "rush our teeth and ash our hands8 &&&&&&&&&&&&

@. % sit on this "ench hen % ant to rest. &&&&&&&&&&&&

. % go here to pla/ sports. &&&&&&&&&&&&

. % love pla/ing near the g/m' don6t /ou8 &&&&&&&&&&&&

1. 7here is the gate that cars come into8 &&&&&&&&&&&&

11. 7here is the fitness center8 &&&&&&&&&&&&

1!. A indo "eneath the English roomK &&&&&&&&&&&&

1#. Let is find here e can rec/cle our gar"ageK&&&&&&&&&&&&

NNN'hen $ou !re finished: see $our te!cher for the decoding)!)erONNN


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ecoding the Words!_ _ _ _ _ _ _ _ _ _ _ _ _ __ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _.

ecoding the Words!_ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _ _ _ _

_ _ _ _ _ _ _ _ _ _ _.B )%E )ilasincic

re)ositions !nd Hidden ictures &!me

Level: All levels

Expectations: 1. Students ill learn,revie preposition voca"ular/

!. Students ill "e a"le to ma0e sentences descri"ing location

)aterials: Flash cards of voca"ular/' handout for students' pictures of the


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5hidden o"-ects6

+oca"ular/:

%n, %nside' Dn' Dver' nder' eside,ext to' %n front of' Hidden 2taught

later in the class3

2for more advanced classes' /ou can add:3

eteen' near' far' a"ove

4rocedure:

1!3 %ntroduce the concept of prepositions: descri"ing location

1#3 Sho students flashcards and have them call out the preposition

shon.

13 *each students ho to ma0e sentences descri"ing the flashcard

picture

Ex: *he sheep is "ehind the tree' the floer is under the

"as0et' the sheep is "eteen the floer and the tree.

1>3 Explain Handout to students. *here is a picture on the Handout ith

man/ things in it. Students must loo0 at the picture and rite one

sentence for each preposition given. *hen have a different student

volunteer rite each sentence on the "oard. *hen all students readthe sentence.

Ex: *here are man/ things in this picture /ou can descri"e.

4lease rite one sentence for each preposition given.

1?3 ext explain the concept of the ord 5Hidden( and that there are

hidden pictures in the Handout 4icture. SurpriseK 9et the students

into > or ? groups. Sho them a picture of a Hidden %tem' the first

student to see the item can put up their hand and sa/ a sentencedescri"ing here the o"-ect is 2ex: the feather is on the ra""it6s

ear3. *hat student6s team then gets 1 point.

/ Laurel )cGaniel and Alex E/ler


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Adaptations:

For other levels8 For more advanced classes' /ou can also teach:

eteen' near' far' a"ove' against

After students have ritten the sentences from the handout on the"oard' see if an/one can thin0 of a sentence for the a"ove ords.


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Note: Enlarge the hidden pictures and only show the class one at a time to

find.


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4lease ma0e one sentence for each of the folloing ords:

Inside ,n ,ver Knder Beside Behind In front of

Example: Inside:*he Jaccoon is insidethe log.

,n:

,ver:

Knder:

Beside:

Behind


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In front of:

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